Collaborative Workshops Between Students and Teachers: Exploring School Policies and Harmonising Language

Since the inception of Bogaerts International School North Campus, we have strived to harmonise the language that teachers and students use, particularly when engaging in dialogue and bilateral feedback. A shared language not only facilitates clarity in communication, but also supports the forms of meaningful feedback that stakeholders can choose to use.? This belief took shape in two recent experiences at our school, where we initiated collaborative workshops that brought teachers and students together to explore key school policies: assessment and academic integrity.

High-Quality Feedback: Defining Standards Together

The first workshop centred on the question: "What does high-quality feedback look like?" Both students and teachers participated in an exploration of our Assessment Policy. The goal was to collaboratively define what constitutes feedback that truly supports student growth, engagement, and self-awareness.

We began by examining a series of examples, each presenting a different feedback scenario—ranging from detailed, individualised responses to more generalised comments. Teachers and students then referred to our policy to assess whether the feedback provided was constructive and met our agreements. As we delved deeper into the discussion, teachers witnessed how students identified common values such as clarity, timeliness, and alignment with learning objectives.

The impact of this experience was twofold. Firstly, it gave students agency in understanding how feedback can be structured and delivered, which in turn should empower them to seek out more meaningful interactions with their teachers. Secondly, it helped teachers reflect on their practices, ensuring that the feedback they provide is consistent with the principles outlined in our policy. This workshop was not merely an exercise in applying policy—it was an embodiment of the pedagogical moves we value: investigating case studies, generalising, and testing those generalisations. These are key elements of concept-based inquiry, our school’s pedagogical backbone.

Inquiry Into Academic Integrity: A Shared Responsibility

In our second workshop, we explored our Academic Integrity Policy through an inquiry into what it means to uphold academic honesty. In order to “lighten up” the inquiry, the exercise was conducted by means of examples related to unethical practices in the? music industry, namely the cases of Vanilla Ice’s Ice Ice Baby, and SisQo’s Thong Song.?

After reflecting on what Vanilla Ice and SisQo underwent, both students and teachers engaged in a discussion of a series of academic malpractice, from inadvertent plagiarism to the use of unauthorised resources in assessments. Participants also noted the specific clauses of the policy that would apply to each of those cases, becoming aware of the consequences that would follow and of the way those involved could rectify their actions.

This collaborative inquiry was an opportunity for collective reflection in several ways. Not only did it reinforce the shared responsibility of maintaining academic integrity, but it also helped clarify some of the grey areas that both students and teachers occasionally face. For example, we discussed the fine line between collaboration and collusion, and how students can avoid unintentionally crossing that line. All participants also gained insights into how teachers can model ethical behaviour and set clear expectations for their students, while students learned about the importance of transparency and honesty in their academic work.

What became evident through this process was the value of collaboration when dealing with challenging topics. Despite the fact that the time allocated for this experience was not as long as one would have loved it to be, the dialogue that both students and teachers were part of fostered a sense of mutual respect and understanding, allowing them to see how their individual actions contribute to the integrity of the academic community as a whole. This shared exploration, once again provided all participants with a deeper understanding of not just the policy itself but of the broader values it upholds—fairness, trust, and responsibility.

Harmonizing Pedagogical Practices Through Collaboration

Both of these experiences—examining feedback and exploring academic integrity—offered much more than an opportunity to familiarise ourselves with school policies. They allowed teachers and students to actively experience the pedagogies we hold dear. Investigating case studies, generalising insights, and testing those generalisations are not just theoretical approaches; they are practices we actively engage in. In these workshops, we saw firsthand how there are instances of professional or personal development that benefit all stakeholders and can successfully be done as a community of learning.???

A Reflection on Shared Responsibility

At the heart of these workshops lies a powerful truth: learning experiences that benefit both teachers and students create stronger communities. When teachers and students come together to explore policies like assessment and academic integrity, they are building a foundation of trust, transparency, and shared responsibility. In this way, policy awareness is no longer seen as a bureaucratic exercise but as an essential aspect of how we all contribute to a learning environment that prioritises fairness, integrity, and growth.

As we continue to seek opportunities to align our practices with our values, I am still intrigued by the following question: What protocols can schools put in place to ensure that different stakeholders experience the dissemination of information in a meaningful way?

I’d love to hear if leaders or educators in other small schools would find benefit in this approach. I sincerely hope that my team and I can continue to foster learning environments where transparency and shared understanding are at the forefront.